Competency-Based Training

Competency-Based
Training (CBT)

CBT is a training delivery

approach that focuses on
the development of
competence in the learner
as a result of the training.
Competency-Based Training . . .

1. emphasizes most on what the

learner can actually do;
2. focuses on outcomes rather than
the learning process within
specified time;
3. is concerned with the attainment
and application of knowledge,
skills and attitude to a specific level
of competency.
Why the Competency-Based
Approach?

Education and training must

keep pace with technology
and customer requirements.
 The Education and Training System
should begin and end with the
customers needs

Commerce, Industry and

Government

Technical
Communicates need priorities
Commerce, and
Industry Professional
and Education
Government Responds w/ system & courses and
to meet industry needs Training
How are these needs identified
and coordinated?

Usually through a job analysis process

with the development of competency
standards

at
the industry-wide level or
organizational level
Principles of CBT
Principle One

The training is based on curriculum

developed from the competency
standards.

Learning is based on the DAC

curriculum modules
Principle Two
Learning is competency-based or
modular in structure.
Job Analysis

Skills, knowledge and attitudes

(competencies)

Competency profile TNA Course

design and delivery
Principle Three

Training delivery is individualized

and self-paced.

Learning is done by the

learner at their own pace
Principle Four

Training is based on work that must

be performed.

Learning is based on the DAC

curriculum modules
Principle Five

Training materials are directly related

to the competency standards and the
curriculum.

Training materials are

self-paced
and experiential
 Principle Six
Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards.

Traditional CBT
Students are judged Each student is
againts each other assessed against
(norm referenced the required
Assessment) standard

Students are not judged against each other

Principle Seven

Training is based both on and off the

job components.

Learners are aware of the activities

that has to be completed based
on the curriculum
 Principle Eight
The system allows Recognition of
Prior Learning (RPL).

Workers and Students can have prior

skills recognised towards awards

Competencies

RPL assessed
competencies and
gained in accredited
for
life or work promotion
and learning
Principle Nine

The system allows for learners to enter

and exit programs at different times and
levels and to receive an award for
competencies attained at any point.

There is flexibility for entry

and exit from programs
Principle Ten

Approved training programs are

nationally and, if possible,
internationally accredited.

Learners and providers of training

are recognized in a national and
international system
Comparison of Traditional
and Competency-Based
Training Methods

TRADITIONAL
INSTRUCTORS FOCUS ON MANAGING
INSTRUCTION
MOST STUDENTS ENTER AT ABOUT
THE SAME TIME
STUDENTS ALL COVER THE SAME
MATERIAL
STUDENTS ALL PROCEED FROM ONE
TOPIC TO THE NEXT AT THE SAME TIME
THE INSTRUCTOR CONTROLS THE
LEARNING PACE
ALL STUDENTS ARE USUALLY TESTED
AT ONCE
COMPETENCY
BASED
INSTRUCTORS FOCUS ON MANAGING
LEARNING
STUDENTS ENTER AT VARIOUS TIMES
THROUGHOUT THE YEAR
DIFFERENT STUDENTS MAYBE
TRAINING FOR DIFFERENT
OCCUPATIONS WITHIN THE SAME
PROGRAM
EACH STUDENT MOVES ON THE NEXT
TASK ONLY AFTER MASTERING THE
TASK HE OR SHE IS CURRENTLY
WORKING ON
EACH STUDENT PROGRESS AT HIS OR
HER OWN PACE
EACH STUDENT IS TESTED WHEN
READY TO DEMONSTRATE MASTERY

TRADITIONAL
VERY LITTLE CONTINUOUS FEEDBACK
IS GIVEN
THE INSTRUCTOR IS INVOLVED IN
TEACHING ONLY ONE TOPIC AT A TIME
RETESTING IS DISCOURAGED OR NOT
ALLOWED AT ALL
MATERIALS, TOOLS AND SUPPLIES FOR
ONLY ONE TOPIC ARE NEEDED AT A
TIME
THE NUMBER OF STUDENTS ENROLLED
IS MAXIMUM CAPACITY AT THE
BEGINNING OF THE YEAR AND
DECLINES TO HALF OR LESS TOWARDS
THE END
COMPETENCY
BASED
IMMEDIATE FEEDBACK IS GIVEN TO
EACH STUDENT AT CRITICAL POINTS IN
THE LEARNING PROCESS
THE INSTRUCTOR MUST BE ABLE TO
ANSWER QUESTIONS ON MANY
DIFFERENT TASKS EACH DAY
RETESTING IS ENCOURAGED TO
REACH MASTERY
THE INSTRUCTOR MUST SEE THAT ALL
MATERIALS NEEDED FOR MANY TASKS
ARE READILY AVAILABLE
AS VACANCIES ARE FILLED, STUDENTS
ENROLMENT REMAINS AT CAPACITY
ALL YEAR LONG
 COMPETENCY
TRADITIONAL
BASED
MOST INSTRUCTIONS ARE DELIVERED THE INSTRUCTOR MUST MANAGE THE
BY OR DEPENDENT UPON THE USE OF A WIDE VARIETY OF
INSTRUCTOR INSTRUCTIONAL MEDIA AND
MATERIALS EACH DAY

THE PROGRAM IS USUALLY CLOSED THE PROGRAM USUALLY OPERATED

DOWN OR SHORTENED DURING THE YEAR ROUND
SUMMER MONTHS

THE EVENING PROGRAM IS USUALLY DAY AND EVENING PROGRAMS BOTH

SEPARATE AND DISTINCT FROM THE HAVE ACCESS TO ALL LEARNING
DAY PROGRAM GUIDES AND RESOURCES

THE INSTRUCTOR CONTROLS THE IF POSSIBLE, STUDENTS DETERMINE

SEQUENCE IN WHICH TOPICS WILL BE THE SEQUENCE OF TASKS
COVERED